Using Persuasive Techniques in the Introduction of a Persuasive Letter
Kristine A. Harger
2008 CCWP
Demonstration Lesson
Pedagogy
“Extending and refining our students’ ability to use language is the primary goal of our langugage/literacy program.” (Fountas and Pinnell)
“The reading and writing processes are similar. The first step in both processes, for example, involves activating prior knowledge and setting a purpose.” (National Writing Project and Nagin)
“Learning happens best within a supportive community that offers many opportunities to observe, talk, listen, suggest, collaborate, try out, make choices, set goals, and evaluate. Relevance is a necessity here. Students will only feel the “need” to learn something if they see the task as significant.” (Routman)
“Ask yourself,What support (demonstrations, practice, guidance, resources) do students need to succeed with minimal guidance, and how can I best provide it?” (Routman)
Lesson objective
Students will be able to apply understanding of persuasive techniques to collaboratively writing the introductory paragraph of a persuasive letter.
Best practices modeled
Shared writing, think-pair share, writing for an authentic purpose, building on prior learning, modeling, group work.
Background
Persuasive letters can be used in all subjects, and can be written with every grade level. For example, students could write a letter: ·To persuade a local factory to reduce carbon emissions; ·To persuade a friend that jazz is the greatest musical art form on the planet; ·To ask the PTO to fund a Math Night; ·To persuade a parent to attend a parent-teacher conference.
The persuasive letter form is used in the two Interdisciplinary Writing prompts on the Connecticut Academic Performance Test (CAPT). The CAPT is taken by sophomores attending Connecticut public high schools. It is a high-stakes test – students must score as “proficient” in order to receive their high school diplomas.
In the Interdisciplinary Writing prompt, students are given two nonfiction articles to read on a current and controversial topic, such as the use of cell phones in schools, raising the driving age, or funding for after-school programs. Students are asked to take a position and then compose a first-draft letter to their Congressman, urging the Senator or Representative to support their position.
This fall, I will be teaching a writing class for struggling sophomore writers. The purpose of the class is to prepare these students for the Interdisciplinary Writing portion of the CAPT. With that in mind, I want to give students a “toolbox” for writing their letters. A strong introductory paragraph is one section of the toolbox. The tools for that section are: using an attention-getter, or persuasive technique; giving background information; and a statement of purpose, or thesis.
This lesson will focus on improving the introduction of student letters; specifically, their use of persuasive techniques. Prior to this lesson, students would have read several sample persuasive letters (modeling), and practiced writing their own persuasive letters. Also in prior lessons, I would have introduced and shown examples of a variety of persuasive techniques (list and definitions, page 4).
For this demonstration lesson, the “class” will write the introductory paragraph of a letter intended for our state and federal delegations, requesting that they continue to support funding for the Central Connecticut Writing Project. The introductions will be collected and used to help compose the letter the 2008 ISI will send to legislators.
Lesson plan outline
1. Students individually create a list of everything they like, or think is worthy, about the Central Connecticut Writing Project.
2. Elbow share. Each group selects their “top two.”
3. Whole class share. Teacher keeps class list on chart paper.
4. Students review persuasive techniques.
5. Shared writing. Teacher writes an opening paragraph using a pre-selected persuasive technique with student input.
6. Cooperative writing. Each set of elbow partners receives a persuasive technique card. Each group then collaboratively writes the opening paragraph of a persuasive letter using their assigned technique.
7. Whole class share.
8. Responses are collected for a class letter.
1. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Bibliography
Fountas, Irene C. and Gay Su Pinnell. Guiding Readers and Writers, Grades 3-4.
National Writing Project and Carl Nagin. Because Writing Matters.
Routman, Regie. Writing Essentials.
Persuasive Techniques
Emotional Appeal: Writers may appeal to fear, anger or joy to sway their readers. They may also add climax or excitement. This technique is strongly connected to the letter’s mood.
Appeal to Authority (association): A writer may mention an important event or person in an essay or letter to lend importance or credibility to his/her argument.
Logical Appeal: A writer presents key facts or evidence that support his/her argument.
Rhetorical Question: Sometimes a writer will ask a question to which no answer is required. The writer implies that the answer is obvious; the reader has no choice but to agree with the writer's point.
Analogy: This tool is not limited to poetry. Writers often use figures of speech or comparisons (simile, metaphor, personification) for desired emphasis.
Hyperbole: This is one of the more enjoyable persuasive techniques. It involves completely overstating and exaggerating your point for effect.
Bandwagon: Persuade people to do something by letting them know others are all doing it.
Free or Bargain: A speaker suggests that the public can get something for nothing or almost nothing.
Using Persuasive Techniques in the Introduction of a Persuasive Letter
Kristine A. Harger
2008 CCWP
Demonstration Lesson
Pedagogy
“Extending and refining our students’ ability to use language is the primary goal of our langugage/literacy program.” (Fountas and Pinnell)
“The reading and writing processes are similar. The first step in both processes, for example, involves activating prior knowledge and setting a purpose.” (National Writing Project and Nagin)
“Learning happens best within a supportive community that offers many opportunities to observe, talk, listen, suggest, collaborate, try out, make choices, set goals, and evaluate. Relevance is a necessity here. Students will only feel the “need” to learn something if they see the task as significant.” (Routman)
“Ask yourself, What support (demonstrations, practice, guidance, resources) do students need to succeed with minimal guidance, and how can I best provide it?” (Routman)
Lesson objective
Students will be able to apply understanding of persuasive techniques to collaboratively writing the introductory paragraph of a persuasive letter.
Best practices modeled
Shared writing, think-pair share, writing for an authentic purpose, building on prior learning, modeling, group work.
Background
Persuasive letters can be used in all subjects, and can be written with every grade level. For example, students could write a letter:
· To persuade a local factory to reduce carbon emissions;
· To persuade a friend that jazz is the greatest musical art form on the planet;
· To ask the PTO to fund a Math Night;
· To persuade a parent to attend a parent-teacher conference.
The persuasive letter form is used in the two Interdisciplinary Writing prompts on the Connecticut Academic Performance Test (CAPT). The CAPT is taken by sophomores attending Connecticut public high schools. It is a high-stakes test – students must score as “proficient” in order to receive their high school diplomas.
In the Interdisciplinary Writing prompt, students are given two nonfiction articles to read on a current and controversial topic, such as the use of cell phones in schools, raising the driving age, or funding for after-school programs. Students are asked to take a position and then compose a first-draft letter to their Congressman, urging the Senator or Representative to support their position.
This fall, I will be teaching a writing class for struggling sophomore writers. The purpose of the class is to prepare these students for the Interdisciplinary Writing portion of the CAPT. With that in mind, I want to give students a “toolbox” for writing their letters. A strong introductory paragraph is one section of the toolbox. The tools for that section are: using an attention-getter, or persuasive technique; giving background information; and a statement of purpose, or thesis.
This lesson will focus on improving the introduction of student letters; specifically, their use of persuasive techniques. Prior to this lesson, students would have read several sample persuasive letters (modeling), and practiced writing their own persuasive letters. Also in prior lessons, I would have introduced and shown examples of a variety of persuasive techniques (list and definitions, page 4).
For this demonstration lesson, the “class” will write the introductory paragraph of a letter intended for our state and federal delegations, requesting that they continue to support funding for the Central Connecticut Writing Project. The introductions will be collected and used to help compose the letter the 2008 ISI will send to legislators.
Lesson plan outline
1. Students individually create a list of everything they like, or think is worthy, about the Central Connecticut Writing Project.
2. Elbow share. Each group selects their “top two.”
3. Whole class share. Teacher keeps class list on chart paper.
4. Students review persuasive techniques.
5. Shared writing. Teacher writes an opening paragraph using a pre-selected persuasive technique with student input.
6. Cooperative writing. Each set of elbow partners receives a persuasive technique card. Each group then collaboratively writes the opening paragraph of a persuasive letter using their assigned technique.
7. Whole class share.
8. Responses are collected for a class letter.
1. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes
Bibliography
Fountas, Irene C. and Gay Su Pinnell. Guiding Readers and Writers, Grades 3-4.
National Writing Project and Carl Nagin. Because Writing Matters.
Routman, Regie. Writing Essentials.
Persuasive Techniques
Modified from a list found at: http://wwwstatic.galileoweb.org/gems/moffett/PersuasionTechniques.htm